Scenario Page andCollaborative Planning Form Page (A.3.3 - Benchmark) - See Collaborative Planning Forms on the LS5443 Course Wiki.
Use the A.3.3 Rubric to organize your scenario.
CATEGORY
10
8
4
0
Motivation of Collaborators
The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: * Person who first approached the other partner. * Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. * Where (location within the school) the first collaborative conversation took place.
Three or more of these are missing from the scenario.
Post your scenario here.
Complete the additional questions on the actual A.3.3 Rubric before you submit it. The 5th grade classroom teacher approachesemails the school librarian because she needs to use library materials to teach a science lesson on weather and climate. The students will be exploring the differences, and she hopes to find a few books to define them. After receiving the email, the school librarian goes and finds the teacher and assures her that there are plenty of materials that are available for her lesson, but also suggestsoffers to teach the lesson collaboratively to incorporate other reading and research skills. She offers to meet with the teacher in her classroom during the teacher's planning time and/or after school, with a list of materials and ideas on other possible skills lessons.
Copy and paste a collaborative planning form here.
Fill in the collaborative planning form here.
Collaborative Planning Form Coteachers: Ms. Garcia (teacher) and Mrs. Verastiqui (librarian)
Unit Topic: Weather and Climate
Dates/Location (Library/Lab/Classroom):
Number of Students: 2 classes of 20 students each
Standards: Science 5.8A Earth and space. The student is expected to differentiate between weather and climate. Math 5.13C Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to graph a given set of data using an appropriate graphical representation such as a picture or line graph. Reading 5.11C Reading/Comprehension of Informational Text/Expository Text. Students are expected to analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas
Essential Questions:
Objectives:
Evaluation Tools:
Task Definition:
Information-Seeking Strategies:
Collaborative Unit Evaluation
Describe the student outcomes in terms of data source(s).
What worked especially well in the unit?
What could be improved next time?
Were the resources lacking, adequate, or supportive of the learning goals? Explain. (See collection map.)
Were the technology tools used effective? Explain.
Collection Map Add a number, plus, check mark, or minus as appropriate.
Topic(s)
Resources
Number of Items
Quality of Items
Improvement
Action Items
Projected
Cost
Source of Funds
Date
Ordered
Books
DVDs
Audiobooks or e-books
Databases
Other web resources
Realia and other resources
From J. Moreillon, Coteaching Reading Comprehension Strategies in Secondary School Libraries (Chicago: American Library Association, 2012). Licensed under the Creative Commons Attribution–Noncommercial–Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/.
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
PLANNING
• Reading Comprehension Strategy
• Reading Development Level
• Research-based Instructional Strategies
• Lesson:1 of 5 •Length:30-45 minutes
• Purpose
• Objectives
• Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books)
Websites (including pathfinders)
Graphic organizers
Materials
Equipment
• Collaboration
• Assessment
• Standards (from the TEKS or other state standards)
Reading and/or writing: Reading 5.11C Reading/Comprehension of Informational Text/Expository Text. Students are expected to analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas 5.2A Reading/Vocabulary Development. Students are expected to determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
Listening and speaking
Other content areas: Science 5.8A Earth and space. The student is expected to differentiate between weather and climate. Will we be doing this for this lesson?>>Math 5.13C Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to graph a given set of data using an appropriate graphical representation such as a picture or line graph.
Educational technology
Information literacy (or AASL Indicators) 1.3.1 Respect copyright/intellectual property right of creators and producers
IMPLEMENTATION
• Process
Motivation:
Student-friendly objectives:
Presentation:
Student participation procedures or Student practice procedures
Guided practice
Closure:
Reflection
• Extensions (Moreillon 15, 17)
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007. Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012
4/4 - NOTE: This information has been copied to Scenario and Collaborative Planning page
Collaboration Lesson Plan
Collaborators: Olympia Garcia and Marcie Verastiqui
Instructional Level: 5th grade students
Link to our Lesson Plan Deconstruction Page
Scenario Page and Collaborative Planning Form Page (A.3.3 - Benchmark) - See Collaborative Planning Forms on the LS5443 Course Wiki.
Use the A.3.3 Rubric to organize your scenario.
* Person who first approached the other partner.
* Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
* Where (location within the school) the first collaborative conversation took place.
and Standards
* Grade level.
* Content area(s).
* Initial goal(s).
* Initial objective(s).
Post your scenario here.
Complete the additional questions on the actual A.3.3 Rubric before you submit it.The 5th grade classroom teacher approaches emails the school librarian because she needs to use library materials to teach a science lesson on weather and climate. The students will be exploring the differences, and she hopes to find a few books to define them. After receiving the email, the school librarian goes and finds the teacher and assures her that there are plenty of materials that are available for her lesson, but also suggests offers to teach the lesson collaboratively to incorporate other reading and research skills. She offers to meet with the teacher in her classroom during the teacher's planning time and/or after school, with a list of materials and ideas on other possible skills lessons.
Copy and paste a collaborative planning form here.
Fill in the collaborative planning form here.Collaborative Planning Form
Coteachers: Ms. Garcia (teacher) and Mrs. Verastiqui (librarian)
Unit Topic: Weather and Climate
Dates/Location (Library/Lab/Classroom):
Number of Students: 2 classes of 20 students each
Standards:
Science 5.8A Earth and space. The student is expected to differentiate between weather and climate.
Math 5.13C Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to graph a given set of data using an appropriate graphical representation such as a picture or line graph.
Reading 5.11C Reading/Comprehension of Informational Text/Expository Text. Students are expected to analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas
Essential Questions:
Objectives:
Evaluation Tools:
Task Definition:
Information-Seeking Strategies:
Collaborative Unit Evaluation
Describe the student outcomes in terms of data source(s).
What worked especially well in the unit?
What could be improved next time?
Were the resources lacking, adequate, or supportive of the learning goals? Explain. (See collection map.)
Were the technology tools used effective? Explain.
Collection Map
Add a number, plus, check mark, or minus as appropriate.
Action Items
Cost
Ordered
Lesson Plan Template Page (A.4.2 - Collaborative Lesson Plan) - Below
Other possible pages:
Template for Collaborative Lesson Plan – A. 4.2
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
PLANNING
• Reading Comprehension Strategy
• Reading Development Level
• Research-based Instructional Strategies
• Lesson: 1 of 5
• Length: 30-45 minutes
• Purpose
• Objectives
• Resources, Materials, and Equipment
• Collaboration
• Assessment
• Standards (from the TEKS or other state standards)
5.2A Reading/Vocabulary Development. Students are expected to determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
Will we be doing this for this lesson?>> Math 5.13C Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to graph a given set of data using an appropriate graphical representation such as a picture or line graph.
1.3.1 Respect copyright/intellectual property right of creators and producers
IMPLEMENTATION
• Process
• Extensions (Moreillon 15, 17)
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012